化学类拔尖学生培养与高校青年教师成长协同发展实践*

在高等教育大众化的背景下,通过教学改革培养高素质的拔尖人才已显得非常重要。介绍一种以新入职的青年教师为实施主体的“理论课助教+实验课教学+科研训练”相结合的教学形式。通过连续、跟踪式的教学,不但可以选拔、培养出拔尖的化学类本科生,而且能够促进新入职的青年教师快速成长进步,起到“教学相长”的作用。     

广西经济增长、金融发展与城乡收入差距的实证研究

探讨了经济增长及金融发展与城乡收入差距之间互动影响,刻画了三者间的逻辑关系,并基于广西1990-2017年的统计数据,运用状态空间模型及卡尔曼滤波算法对三者间动态关系进行了实证分析.结果显示:经济增长对城乡收入差距呈现倒U型曲线形态,而金融发展则显示出具有不断缩小城乡收入差距的趋势.     

基于高校发展战略、教师合理绩效激励与高校发展成果的薪酬激励研究

以东部高校教师绩效收入为样本,基于高校发展战略分别从教师绩效收入三个方面分析发展战略的差异是否导致薪酬激励的差异;各种发展战略分别与何种薪酬激励方式相匹配。分析结果表明高校在选择教师绩效激励模式时应考虑自身发展战略,同时尽量做到绩效激励的合理化。对于高校教师薪酬激励体系设计具有一定的现实意义。     

Purity determination of a new antifungal drug candidate using quantitative 1H NMR spectroscopy: Method validation and comparison of calibration approaches

Quantitative nuclear magnetic resonance (qNMR) is an analytical technique that offers numerous advantages in pharmaceutical applications including minimum sample preparation and rapid data collection times with no need for response factor corrections, being a powerful tool for assaying drug content in both drug discovery and early drug development. In the present work, we have applied qNMR, using both the internal standard and the electronic reference to access in vivo concentrations 2 calibration methods, to assess the purity of RI76, a novel antifungal drug candidate. NMR acquisition and processing parameters were optimized in order to obtain spectra with intense, well-resolved signals of completely relaxed nuclei. The analytical method was validated following current guidelines, demonstrating selectivity, linearity, accuracy, precision, and robustness. The calibration approaches were statistically compared, and no significant difference was observed when comparing the obtained results and their dispersion in terms of relative standard deviation. The proposed qNMR method may, therefore, be used for both qualitative and quantitative assessments of RI76 in early drug development and for characterization of this compound.     

Academic maturity of students in an extended programme in mathematics

ABSTRACT

This paper focuses on the students who are registered in the University of Pretoria’s academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our research focuses on measuring the change in the academic maturity of these students. In the theoretical framework that we developed, academic maturity is subdivided into two components namely non-subject based maturity and subject based maturity (mathematical maturity). This paper focuses on measuring non-subject based academic maturity. The survey used for this purpose is called the Student Academic Readiness Survey (STARS), taken at the beginning of the year and after the first semester respectively. The results of the surveys are compared to measure the change in students’ views. Results show that in all constructs there is a surprising decline in students’ perceptions regarding their own abilities over the first semester at university. We use the Dunning–Kruger effect to explain this unexpected decline, in that students seem to develop a more realistic view of their own maturity, which in itself can be seen as a growth in academic maturity.     

Math1基因在内耳毛细胞发育及再生过程中的作用

耳蜗感觉毛细胞作为听觉机械感受器，在听觉的发生过程中起着至关重要的作用。 哺乳动物的毛细胞损伤后无法再生，往往会造成听力障碍或永久性听力缺失。因此，阐明内耳感觉毛细胞发育过程中的分子机制对听力损伤的诊断与治疗具有非常重要的意义。Math1是毛细胞发育与再生过程中的关键基因，本文就Math1及其相关基因和信号通路在毛细胞的发育与再生过程中的调控作用做简要概述。     

Deciphering key proteins of oil palm (Elaeis guineensis Jacq.) fruit mesocarp development by proteomics and chemometrics

Palm oil is an edible vegetable oil derived from lipid‐rich fleshy mesocarp tissue of oil palm (Elaeis guineensis Jacq.) fruit and is of global economic and nutritional relevance. While the understanding of oil biosynthesis in plants is improving, the fundamentals of oil biosynthesis in oil palm still require further investigations. To gain insight into the systemic mechanisms that govern oil synthesis during oil palm fruit ripening, the proteomics approach combining gel‐based electrophoresis and mass spectrometry was used to profile protein changes and classify the patterns of protein accumulation during these complex physiological processes. Protein profiles from different stages of fruit ripening at 10, 12, 14, 15, 16, 18 and 20 weeks after anthesis (WAA) were analysed by two‐dimensional gel electrophoresis (2DE). The proteome data were then visualised using a multivariate statistical analysis of principal component analysis (PCA) to get an overview of the proteome changes during the development of oil palm mesocarp. A total of 68 differentially expressed protein spots were successfully identified by matrix‐assisted laser desorption/ionisation‐time of flight (MALDI‐TOF/TOF) and functionally classified using ontology analysis. Proteins related to lipid production, energy, secondary metabolites and amino acid metabolism are the most significantly changed proteins during fruit development representing potential candidates for oil yield improvement endeavors. Data are available via ProteomeXchange with identifier PXD009579. This study provides important proteome information for protein regulation during oil palm fruit ripening and oil synthesis.     

Facilitating an Elementary Engineering Design Process Module

STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a classroom where students are engaged in solving real world problems by applying the concepts they learn about science and mathematics. This article outlines a framework for developing such lessons and units, and discusses the underlying theory of systems thinking. A model lesson that uses this framework is discussed. Misconceptions regarding the EDP that children have displayed through this lesson and other design challenge lessons are highlighted. Through understanding these misconceptions, teachers can do a better job of helping students understand the system of ideas that helps engineers attack problems in the real world. Getting children ready for the 21st century requires a different outlook. Children need to tackle problems with a plan and not shrivel when at first, they fail. Seeing themselves as engineers will help more underrepresented students see engineering and other STEM fields as viable career options, which is our ultimate goal.     

Examining the design features of a communication-rich,problem-centred mathematics professional development

While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design.     

Conditions and decisions of urban elementary teachers regarding instruction of STEM curriculum

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision‐making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their classrooms and the interactions that occur between the teachers and curriculum during that process. This qualitative study utilized a comparative case study approach to understanding the decision‐making process of three elementary teachers enacting the same lesson. Analysis of the interactions revealed that the teachers' perceptions of student ability, their pedagogical design capacity, and time were influences that impacted implementation. These findings have implications for STEM‐focused professional development of elementary teachers.